Educação ambiental e política pública educacional: uma abordagem interdisciplinar na perspectiva da intervenção social a partir do projeto Ocupe a Praça (São Paulo-SP)
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Data
2019-02-21
Autores
Pereira, Maria Cristina dos Santos [UNIFESP]
Orientadores
Neiman, Zysman [UNIFESP]
Tipo
Dissertação de mestrado
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ISSN da Revista
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Resumo
A Educação Ambiental desperta, entre vários atores sociais, a discussão sobre
quem são os responsáveis pelos cuidados com o meio ambiente. Nesse
sentido, muitas escolas realizam atividades nessa área e tentam construir,
junto com seus educandos, conceitos a respeito das responsabilidades com o
entorno socioambiental que, por vezes, se refletem em ações positivas para a
natureza. Dentro dessa perspectiva, uma escola municipal do ensino
fundamental desenvolve várias atividades pedagógicas, dentre elas o Trabalho
Colaborativo de Autoria, por meio do Projeto Ocupe a Praça, uma intervenção
realizada na Praça Dr. José Ória, localizada no subdistrito de Vila Sônia, São
Paulo, Capital. Os resultados do Projeto Ocupe a Praça serviram de dados para
a investigação do presente estudo, que teve como objetivo avaliar se a política
pública educacional representada pelo Currículo da Cidade, adotado no
município de São Paulo, subsidia a corrente de Educação Ambiental Crítica.
Para tanto, foi realizado um estudo de caso, com coleta de dados mediante
questionários mistos, levantamento documental do Currículo da Cidade, do
Projeto Ocupe a Praça e dos Projetos Político-Pedagógicos da unidade
escolar, entre os anos de 2012 a 2017. Os resultados foram tratados conforme
a análise de conteúdo com a triangulação de dados. Eles indicaram que o
Currículo da Cidade não está apoiando uma Educação Ambiental Crítica. No
entanto, esta corrente pode estar presente nos espaços escolares se em seus
projetos político-pedagógicos, estiverem contemplados debates e práticas
interdisciplinares. Escolas construindo seus próprios currículos com uma
abordagem da Educação Ambiental Crítica.
The Environmental Education awakens, among several social actors, the discussion about who are the ones responsible for the care of the environment. In this sense, many schools carry out activities in this area and try to construct, together with their students, concepts about responsibilities with the social and environmental environment that, sometimes, are reflected in positive actions for the nature. Within this perspective, a municipal elementary school develops several pedagogical activities, among them the Collaborative Work of Authorship, through the Project Occupy the Square, an intervention carried out in the Dr. José Ória Square, located in the subdistrict of Vila Sônia, São Paulo, Capital. The results of the Occupy the Square Project served as subsidies for the investigation of the present study, whose objective was to evaluate whether the public educational policy represented by the City Curriculum, adopted in the city of São Paulo, subsidizes the Critical Environmental Education stream. In order to do that, a case study was done, with data collection through mixed questionnaires, documentary survey of the City Curriculum, of the Occupy the Square Project and the PoliticalPedagogical Projects of the school unit, among the years of 2012 to 2017. The results were treated according to the content analysis with the triangulation of data. They indicated that the City Curriculum is not supporting Critical Environmental Education. However, this stream may be present in school spaces if interdisciplinary debates and practices are contemplated in their political-pedagogical projects. Schools building their own curricula with a Critical Environmental Education approach.
The Environmental Education awakens, among several social actors, the discussion about who are the ones responsible for the care of the environment. In this sense, many schools carry out activities in this area and try to construct, together with their students, concepts about responsibilities with the social and environmental environment that, sometimes, are reflected in positive actions for the nature. Within this perspective, a municipal elementary school develops several pedagogical activities, among them the Collaborative Work of Authorship, through the Project Occupy the Square, an intervention carried out in the Dr. José Ória Square, located in the subdistrict of Vila Sônia, São Paulo, Capital. The results of the Occupy the Square Project served as subsidies for the investigation of the present study, whose objective was to evaluate whether the public educational policy represented by the City Curriculum, adopted in the city of São Paulo, subsidizes the Critical Environmental Education stream. In order to do that, a case study was done, with data collection through mixed questionnaires, documentary survey of the City Curriculum, of the Occupy the Square Project and the PoliticalPedagogical Projects of the school unit, among the years of 2012 to 2017. The results were treated according to the content analysis with the triangulation of data. They indicated that the City Curriculum is not supporting Critical Environmental Education. However, this stream may be present in school spaces if interdisciplinary debates and practices are contemplated in their political-pedagogical projects. Schools building their own curricula with a Critical Environmental Education approach.
Descrição
Citação
Pereira, Maria Cristina dos Santos. Educação Ambiental e Política Pública Educacional: uma abordagem interdisciplinar na perspectiva da intervenção social a partir do Projeto Ocupe a Praça (São Paulo-SP). – Diadema, 2019. 165 p. Mestrado em Análise Ambiental Integrada – Instituto de Ciências Ambientais, Químicas e Farmacêuticas, 2019.